SaTH Education Prospectus

SaTH Education

EDUCATION PROSPECTUS

Our

CONTENTS

Foreword

Introduction & Education Structure

Learning Made Simple

Corporate & Local Induction

Mandatory Training

Functional Skills

Health Care Support Worker Academy

Care Certificate

Pearson BTEC Level 3 Diploma in Healthcare Support

Pre-Registered Nursing and Midwifery Education

Post Registered Nursing and Midwifery Education

Preceptorship

Core Clinical Skills

International Recruitment - OSCE Preparation

Ward Transition Programme

Simulation Training

SaTH Improvement Hub

Leadership & Development

Allied Health Professionals

Medical Education

Apprenticeships

Course Outlines

Library Services

Widening Access and Participation

Culture

Contact Information

FOREWORD

Each year, The Shrewsbury and Telford NHS Trust is responsible for investing over £800,000 of funding in training and education to ensure that the healthcare workforce is available in the right numbers, with the right values, skills and behaviours to meet current and future patient needs.

We believe we can meet these needs by developing a more flexible workforce that is able to respond to the changing patterns of service, embrace improvement practices and research and innovation to enable us to adapt to the changing demands of public health services. This is the organisational and cultural transformation we aspire toward.

This first edition sets out some of the work underway which has embraced cultural dimensions, improvement, information technology, research and innovation, technical and scientific discoveries.

We recognise that engagement and partnership working with stakeholders will be essential. Alongside this brochure, we are launching a stakeholder engagement exercise via the making a difference platform inviting feedback to help shape our strategy and inform our future. If you would like to contact us outside of this forum, please use our contact details on the last page of this booklet.

Thank you all who are involved in our first education prospectus and we look forward to continued engagement as we begin this transformation.

RhiaBoyode

Rhia Boyode DIRECTOR OF PEOPLE & OD

INTRODUCTION

The Shrewsbury and Telford Hospital NHS Trust is committed to ensuring a safe environment for staff and patients so that the highest possible standard of care can be delivered; education remains a key priority within the development and delivery of health services.

Education and learning is a vital component in enabling staff at all levels and working in all disciplines to fulfil their potential and deliver compassionate, skilled and effective care to our patients, ensuring any concerns raised by service users are addressed within the training we offer.

We aim to take an integrated approach to:-

• Ensure the future supply of the workforce to meet organisational needs.

• Ensure the current workforce are safe and meeting their statutory and mandatory training requirements.

• Support staff to embrace new technology and flexible ways of learning, prioritising patient safety and learning from incidents.

We want our staff to feel they have opportunities to develop their career, improve their knowledge & skills with access to the right learning opportunities when they need to, being supported to develop their potential.

SATH EDUCATION STRUCTURE

RACHEL ARMSTRONG

Head of Non-Medical Education

Supporting Nurses, AHPs, Midwives and the clinical support workforce

SAM FUNGE

Head of Medical Education

Supporting undergraduate, post graduate and senior medics

SARAH THOMAS

Head of Education Infrastructure & Assurance

Supporting admin, estates, facilities, scientists and pharmacists

TOM GEORGE

STW ICS Education & Learning Lead

Supporting a system-wide approach to education and development across Shropshire & Wrekin

LEARNING MADE SIMPLE

Learning MadeSimple LMS

This is a database for the Trust’s staff training records, and delivers and manages all types of training content, including classroom courses, Teams training, eLearning, videos and assessments.

The platform is cloud based and can be accessed 24/7 from any device that has internet access.

When you log into your Learning Made Simple account your homepage will display training you are required to do, training that is role specific and optional training that you can complete.

All new staff will automatically receive an email asking them to register onto the system, full guidance is available on the Intranet or contact envelope sath.education@nhs.net

CORPORATE & LOCAL INDUCTION

Corporate induction is a mandatory requirement that all new staff who are employed for more than three months attend/complete Corporate Induction Training within 3 months of starting with the organisation.

There are various elements to complete comprising a mixture of classroom sessions, eLearning and Team’s sessions. Which elements of training you need to complete will depend on your job role and a breakdown of required training can be found within your homepage of the Learning Made Simple platform.

Corporate Induction comprises the following modules:-

Corporate Welcome Equality & Diversity

CPR Training Health & Safety

Patient Moving & Handling Fire Safety Awareness

Food Hygiene Freedom to Speak Up

Medical Gases

Infection Prevention

Medical Devices - Pumps Conflict Resolution

Safeguarding Children

Preventing Radicalisation

Safeguarding Adults

MCA & DOLs

NEWS2 Information Governance

In addition to completing the Corporate Induction all staff must complete a Local Induction in their area of work within one month of starting. This should be arranged with your line manager or supervisor.

MANDATORY TRAINING

Once induction training has been completed this will need to be refreshed either on a yearly, two yearly or three yearly basis depending on the refresh rate of the module. Your mandatory training requirements can also be found on the Learning Made Simple platform.

You may also be required to undertake additional training that is specific to your role. Some of these include :-

Diabetes Falls Prevention

Blood Transfusion Bariatric Bed Training

Nutrition MUST Screening Oral Medication

End of Life Care Dementia

Learning Disability Respect

Tissue Viability

IRMER Operator / IRMER Practitioner

IV Foundation Cannulation & Venepuncture

Infant Feeding GROW Assessment

Fluid Balance

Neonatal Life Support

FUNCTIONAL SKILLS

The Trust support all employees who wish to develop their Functional Skills and obtain a recognised qualification in English and Maths. Courses are offered through various providers and are available both face-to-face and distance learning.

These qualifications are aimed at employees who do not currently hold a qualification in English or Maths or wish to up-skill a current qualification. Developing your Functional Skills may assist you with career progression and is also a requirement for higher level study.

HEALTH CARE SUPPORT WORKER ACADEMY

The academy has been set up in conjunction with the Integrated Care System (ICB) for Shropshire, Telford and Wrekin, to deliver induction training to Health Care Support Workers (HCSW) who are new to care.

In conjunction with Telford College, training is delivered in purposebuilt facilities, including a skills lab. The Academy timetable ensures all HCSWs have the right basic skills in place before entering a clinical environment, including statutory and mandatory training and the theoretical aspects of the care certificate, whilst showcasing collaborative teaching from partner organisations, across the ICB, giving candidates the confidence to be able to deliver safe patient care. Here at SaTH, in order to pastorally support new to the Trust HCSWs, we have introduced buddy training for established HCSWs, who can practically support the new individuals as they settle into their roles.

CARE CERTIFICATE

This is a fully funded Level 1 Certificate which is mandatory to HCA staff who are new to a formal care setting. Completion is necessary within the probationary period (6 month from start date). The Care Certificate is made up of E Learning followed by a competency assessment in the learner’s workplace.

PEARSON BTEC LEVEL 3 DIPLOMA IN HEALTHCARE SUPPORT

The qualification is fully funded and available to permanent employees who are experienced Health Care Assistants, Women’s Services Assistants and Assistants who work within the Allied Health Profession. Ideal for employees who wish to further develop their knowledge and skills and gain a recognised qualification at a higher level.

This may also be an essential or desired qualification to further careers within the trust or the wider health sector.

Learners are required to attend an initial induction they will then be allocated a qualified assessor who will work with them on a 1-1 basis to build a portfolio of evidence, choosing units which are appropriate to their current workplace setting. Evidence will be produced by the learner in the form of written work and observational assessment in the workplace.

The minimum requirement to enroll on this course is;

GCSE English Grade C/4 or above or

Level 2 Functional Skills in English

If you do not meet this criteria, please consider enrolling on our Functional Skills courses first.

CONTACT INFORMATION

Lead Vocational Learning Advisor

Diane Burrows

Vocational Learning Advisors

Carrie Bromwich & Andrea Jones

phone-square-alt 01743 261000 Ext 2501/1079

envelope sath.vocationallearningteam@nhs.net

PRE-REGISTERED NURSING AND MIDWIFERY EDUCATION

We have a team of Senior Practice Education Facilitators and Practice Education Facilitators (PEFs) who support pre-registered student nurses, midwives, and trainee nurse associates. These teams organise clinical placements and review placement capacity.

They visit the clinical environment and provide support and guidance, not only for the learners but also for the practice assessors and supervisors, who, in turn, provide mentorship for the learners.

Finally, they provide Practice Assessor and Supervisor Training and updates, as well as clinical skills training as required.

This certificate is also available for employees who are required to complete this as part of an apprenticeship or higher-level pathway.

POST REGISTERED NURSING AND MIDWIFERY EDUCATION

PRECEPTORSHIP

We have a team of Senior Practice Education Facilitators and Practice Education Facilitators (PEFs) who provide post registered education to Registered Nurses, Registered Midwives and Nursing Associates.

The team also provide education and training for Health Care Support Workers across the organisation.

We have established preceptorship programmes for newly registered nursing associates, nurses and midwives.

These programmes are all 12 months in duration and supported by preceptorship leads who facilitate training and also co-ordinate pastoral visits in clinical areas.

The preceptorship programme has been developed in collaboration with the integrated care system (ICS). Preceptorship at SATH is a multiprofession programme which meets the needs of registrants across the nursing, midwifery and AHP workforce. We are proud to have received the preceptorship national quality mark in December 2023.

CORE CLINICAL SKILLS

We provide skills training for cannulation, venepuncture, IV Administration, male and female catheterisation, placement of NG Tubes, managing the deteriorating patient for RNs and HCAs, and PROMPT training which is specific to midwifery.

The Practice Education Facilitator teams within nursing and midwifery provide support and guidance on all levels of skills training and assessment, as well as supporting staff to achieve competency in the clinical environment.

INTERNATIONAL RECRUITMENT

OSCE PREPARATION

We have a very vibrant and robust OSCE (Objective Structured Clinical Exam) preparation programme, with a 100% pass rate, we are currently the training hub, not only for SaTH, but also for Robert Jones and Agnes Hunt and Shropshire Community.

All our international recruits receive a 16 week training programme, including a mock OSCE exam, delivered at Telford College and Telford United Football Ground.

Our training team includes nurses who have previously been through the OSCE training programme, and therefore completely understand the process.

WARD TRANSITION PROGRAMME

Once through OSCE preparation we provide support for the transition to clinical area. We provide a 2-week training programme which includes specialist health care professionals from across the trust as well as assessment of clinical skills in a simulated environment.

The ward transition programme ensures our internationally trained registrants have everything they need, in the way of knowledge and skills before they reach the clinical environment.

As with the OSCE preparation team the ward transition programme is delivered, in part, by international nurses who have been through the adaptation programme or taken OSCE to gain their UK registration.

SIMULATION TRAINING

We have a dedicated simulation faculty who offer an integrated professional education approach to simulation training for both undergraduate and postgraduate medical staff, as well as RNs and HCAs. All courses are run from our purpose-built simulation suite within the Copthorne Training Centre at RSH. We offer courses on the management of emergency clinical conditions and the deteriorating patient with a focus on ‘human factors’ and there effects in stressful situations.

We are currently rolling out simulation training to the clinical areas (In-situ sim) providing an even more immersive, authentic experience, where multidisciplinary groups can learn together in their clinical environment and explore teamwork, patient safety, leadership, and systems.

Simulation training is also a component of the preceptorship pathway and the ward transition of our international training programme. All programmes include a debrief giving trainees an opportunity to reflect and learn from the experience in a safe forum. They are extremely popular sessions and are well evaluated by those who attend.

SATH IMPROVEMENT HUB

SaTH is committed to creating a culture that puts Continuous Improvement at the forefront of our transformational journey.

Following a five-year partnership with the Virginia Mason Institute in the USA, SaTH continues to further develop and embed the Trust’s approach to Continuous Improvement at all levels of the organisation.

Our aim is to empower colleagues at all levels to have the confidence, capability, passion and knowledge, to test changes and make improvements at SaTH and the communities we serve.

To support our transformation journey, the Trust has developed an Improvement Hub that provides the necessary expertise that supports colleagues at all levels.

To access any support to help you make improvements in your area please contact the hub on envelope sath.improvementhub@nhs.net or refer to the courses we have available in the SaTH Education prospectus.

LEADERSHIP & DEVELOPMENT

Our Values and Behaviours underpin everything that we do. All of our Leaders at different levels of the Trust are responsible for role modelling the Trust Values and Behaviours. A Leader’s role is one which encourages teams to do the same, by creating environments where teams can flourish and supporting teams and individuals to achieve their potential. Using the values and behaviours to develop more effective team working and collaboration will have an impact on the patient experience and quality of care we provide to our patients, families and our communities.

SaTH are committed to supporting you and your teams to develop your leadership so that together we can achieve our vision ‘to provide excellent care to the communities we serve’.

We run a wide variety of programmes and modules that provide a wider range of learning experiences designed to support and develop our leaders ranging from people starting their management and leadership career to our established senior leaders.

SaTH offers onsite, regional, and national courses delivered face to face and digitally to fully support and develop our manager and leaders so we can together achieve improvements in areas such as values and behaviours, health and wellbeing and inclusion.

Launched in September 2022,.our Strive Towards Excellence Programme (STEP) is a management skills programme underpinned by a management skills and competency framework transitioning into leadership behaviours for managers at all levels; including accountabilities, management competence and leadership behaviours

This runs alongside our existing leadership development framework including the foundations of supervision and team leadership (FOSATL) for aspiring leaders and our SaTH 1–4 leadership programmes from supervisory, first line, middle managers and senior manager programmes.

A new leadership programme targeted at our colleagues from ethnic minority backgrounds launched in September 2022, ‘Galvanise’, this programme is supported by reciprocal mentoring, action learning, coaching, developing leadership styles, observing board meetings, networking and peer support.

A new leadership programme targeted at our colleagues from ethnic minority backgrounds was launched in September 2022. The programme involves understanding self and others, developing leadership style, mentoring, action learning, networking and peer support. A new senior leadership development and coaching programme launched in September 2022 for senior leaders and aspiring leaders. This interactive programme provides you with opportunities to build an understanding of how to get the best out of yourself and others and how to use your talents to build and lead strong, successful teams and organisations.

The key areas covered include understanding yourself and your personal challenges, how to increase your influence, leading a coaching culture, developing high performance teams, ensuring psychological safety, leading change and exactly what working as a systems leader really means for you personally.

The programme has 10 modules over a 12-month period with faceto-face group days, 1:1 coaching plus mentoring to put it all into practice through specific work-based projects.

Foundations of Supervision & Team Leadership

SaTH 2 First Line Leadership Development

Senior Leadership/Triumvirate Programme

Fundamentals of SaTH Improvement

Lean for Leaders Top Up

Coaching Skills for Leaders

Ignition

Resilience Awareness

Values Based Conversations

SaTH 1 Supervisor Leadership Development

SaTH 3 Middle Manager Leadership Development

Introduction to SaTH Improvement

SaTH Improvement Practitioner

Appraiser TrainingMeaningful Appraisals

Emotional Intelligence

Intro to Finance for New Budget Holders

Resilient Leader

Values, Behaviours & Attitudes Interviewing

We will contact you if you are mandated to attend a course, or if you would like further information or to reserve your space on a module, please contact your local HR Business Partner (BP), if you do not know who your BP is, please contact any BP who will be able to help you or contact the OD team on:

envelope sath.leadership@nhs.net or call on phone-square-alt 01952 641222 Ext 4557

We provide a variety of courses and programmes that run throughout the year as outlined in the following table:

ALLIED HEALTH PROFESSIONALS

There are 14 different specialties that form the Allied Health Professionals (AHPs) group, and they provide treatment and help to rehabilitate adults and children who are ill, have disabilities or special needs, to live life as fully as possible.

They work across a wide range of different settings including the community, people’s homes, schools, and hospitals.

AHPs frequently work along-side doctors, nurses, and other healthcare professionals making independent assessments, and decisions about the best course of treatment.

As an AHP it is important that you can work as part of a wider team of health professionals to deliver your own specialist expertise you have acquired.

There are a range of opportunities available to AHPs, which can enable you to progress in your healthcare career, these include:

Many AHP areas have a vocational qualification which will enable you to become a Clinical Support Worker or Therapies Assistant furthering your career path.

Career development pathways within individual departments; we have named “Growing our own Workforce” which will lead you from healthcare assistant to band 5 registered practitioners and beyond. Apprenticeship opportunities are available in many of the specialties, leading to diploma or degree level qualifications on completion.

You will be able to apply for registration with the Health Care Professions Council (HCPC) once you achieve your diploma/degree and become an independent practitioner.

MEDICAL EDUCATION

The Medical Education department at Shrewsbury & Telford Hospital NHS Trust, provides educational support and guidance to the doctors in training based on site at SaTH and those trainees on community placements within the local area.

Our aim is to ensure that the trainees working at SaTH receive the best educational experience possible. The Postgraduate team will ensure quality control of postgraduate medical training programmes, promote the learning environment and support and develop those with an educational role. They also provide pastoral and career support as necessary and assist with the management of doctors needing additional support.

The department is responsible for coordinating and the safe delivery of all postgraduate medical education; this includes training for IMT, Specialty and Foundation Trainees. The team also manage the August induction process and study leave requests.

Within each specialty there is an appointed Royal College Tutor who is available to offer support, guidance and careers advice to those trainees within that specialty, the tutor will liaise regularly with the appropriate postgraduate school to ensure that curriculums are delivered.

The team also provided support to our locally employed doctors by way of allocating supervisors where necessary, providing support for study leave and arranging education and training sessions.

APPRENTICESHIPS

Apprenticeships are a funded route for developing our workforce. Apprenticeships can be used to attract new recruits into the NHS or to develop existing employees within their current role or into new roles to underpin service development and transformation.

Apprenticeships are underpinned by nationally agreed Apprenticeship Standards (these exist from Level 2 to Level 7). Some recognised qualifications are amalgamated into an apprenticeship programme e.g. Registered Nurse, Physiotherapist. Apprenticeships are available for employees of any age to enrol on. Funding for the training aspect of an apprenticeship is available through the Trusts Apprenticeship Levy.

Approaching 800 Apprenticeship Standards are available nationally, with more continually being developed and approved. Training Providers are approved to offer a specific qualification, the Trust has established relationships with some Providers to offer specific programmes.

To access the Apprenticeship funding there has to be significant new learning taking place. Training Providers will assess current skills and knowledge before enrolling a new learner onto an Apprenticeship programme.

An apprentice cannot access funding if they are undertaking another Apprenticeship or Government funded qualification or have a qualification in the same vocational subject at the same or a higher level. They must also have been resident in the UK for 3 years and eligible to work in the UK.

SaTHApprenticeships Scanmeto getintouch

All apprenticeship programmes include a requirement to undertake 6 hours per week (based on 30+ hours contract) of working time training over the duration of the apprenticeship supported by their manager. It does not necessarily mean time away from the workplace. The training can be achieved in a variety of ways, day or block release at a training provider’s establishment, in-house training, learning new skills, e-learning, shadowing, manager/supervisor tuition, writing and researching assignments, etc. For existing staff utilising the apprenticeship route the manager and prospective apprenticeship learner should ideally document through appraisal and record in the resulting Personal Development Plan (PDP). If discussed outside appraisal, the PDP must be updated.

SaTH Education

COURSE OUTLINES

COURSE OUTLINES

GENERAL COURSES

• Functional Skills – Open to all Trust employees

CLINICAL COURSES

• European Paediatric Advanced Life Support (EPALS)

• Newborn Life Support (NLS)

• Immediate Life support e-learning course (e-ILS)

• Paediatric Immediate Life Support Course (PILS)

• e-Advanced Life support (e-ALS)

• Advanced Life support (ALS)

• Nasogastric Feeding Tube Placement (Adults)

• Male Urinary Catheterisation Workshop

• International Nurse Ward Readiness Programme

• Peceptorship Programme

• Managing The Deteriorating Patient-Simulation training – for RNs and HCAs.

• Student Supervision and Assessment - Practice Supervisor Preparation

• Student Supervision and Assessment - Practice Assessor & Supervisor Update

• Learner Documentation Update for Assessors / Supervisors

• The OSCE Preparation Programme for International Nurse Registration on NMC register

• Care Certificate for Health Care Assistants

• Healthcare Support Level 3 Diploma

MATERNITY COURSES

• PROMPT – Practical Obstetric Multi-Professional Training

APPRENTICESHIP COURSES

(OPENS IN NEW BROWSER WINDOW) HEALTHCARE SCIENCE

• Healthcare Science Assistant

LEVEL 2

• Mortuary Technician

LEVEL 3

• Laboratory Technician

LEVEL 3

• Technician Scientist

LEVEL 5

• Healthcare Science Associate

LEVEL 4

• Healthcare Science Practitioner

LEVEL 6

INFORMATION TECHNOLOGY & DATA MANAGEMENT

• IT Solutions Technician

LEVEL 3

• Information Communication Technician

LEVEL 3

• Digital Support Technician

LEVEL 3

• Network Engineer

LEVEL 4

• Data Technician

LEVEL 3

• Data Analyst

LEVEL 4

• Data Protection and Information Governance Practitioner

LEVEL 4

• Data Scientist

LEVEL 6

• Business Analyst

LEVEL 4

SUPPLY CHAIN

• Supply Chain Operative

LEVEL 2

• Commercial Procurement & Supply

LEVEL 4

FINANCE

• Accounts/Finance Assistant

LEVEL 2

• Assistant Accountant

LEVEL 3

• Payroll Administrator

LEVEL 3

• Professional Accounting/ Taxation Technician

LEVEL 4

• Accountancy/Taxation Professional

LEVEL 7

CLINICAL CARE

• Healthcare Support Worker

LEVEL 2

• Senior Healthcare Support Worker

LEVEL 3

• Nursing Associate (2018)

LEVEL 5

• Healthcare Assistant Practitioner

LEVEL 5

• Health Play Specialist

LEVEL 5

• Midwife - NMC 2019

LEVEL 6

• Registered Nurse

LEVEL 6

• Enhanced Clinical Practitioner

LEVEL 6

• Advanced Clinical Practitioner

LEVEL 7

• Mammography Associate

LEVEL 4

• Diagnostic Radiographer

LEVEL 6

• Therapeutic Radiographer

LEVEL 6

• Sonographer

LEVEL 6

• Dietician

LEVEL 6

• Occupational Therapist

LEVEL 6

• Operating Department

Practitioner

LEVEL 6

• Physiotherapist

LEVEL 6

• Speech & Language Therapist

LEVEL 6

• Dental Laboratory Assistant

LEVEL 3

• Dental Technician

LEVEL 5

• Physicians Associate

LEVEL 7

• Doctor

LEVEL 7

PROJECT MANAGEMENT

• Associate Project Manager

LEVEL 4

• Project Manager

LEVEL 6

• Improvement Technician

LEVEL 3

• Improvement Practitioner

LEVEL 4

• Improvement Specialist

LEVEL 5

LEADERSHIP & MANAGEMENT

• Team Leader/Supervisor

LEVEL 3

• Operations/Department Manager

LEVEL 5

• Chartered Manager

LEVEL 6

• Senior Leader

LEVEL 7

CLERICAL & ADMINISTRATION

• Clinical Coder

LEVEL 3

• Business Administrator

CAN INCLUDE MEDICAL TERMINOLOGY/AMSPAR/IT

APPLICATION SPECIALIST

LEVEL 3

FACILITIES MANAGEMENT

• Healthcare Cleaning Operative

LEVEL 2

• Facilities Service Operative

LEVEL 2

• Facilities Management Supervisor

LEVEL 3

• Facilities Manager

LEVEL 4

ENGINEERING (ESTATES)

• Engineering Operative

LEVEL 2

• Engineering Technician

LEVEL 3

• Installation/Maintenance

Electrician

LEVEL 3

• Healthcare Engineering

Specialist Technician

LEVEL 3

• Carpentry & Joinery

LEVEL 2

HUMAN RESOURCES

• HR Support

LEVEL 3

• HR Consultant/Partner

LEVEL 5

• Learning & Development

Practitioner

LEVEL 3

• Learning & Development

Consultant/Business Partner

LEVEL 5

• Assessor/Coach

LEVEL 4

• Coaching Professional

LEVEL 5

• Senior People Professional

LEVEL 7

PHARMACY

• Pharmacy Assistant

LEVEL 2

• Pharmacy Technician

LEVEL 3

MISCELLANEOUS

• Customer Service Practitioner

LEVEL 2

• Customer Service Specialist

LEVEL 3

• Systems Thinking Practitioner

LEVEL 7

HEALTH & SAFETY COURSES

• Fire Extinguisher Training

• Fire Warden Training

• First Aid at Work

• First Aid at Work refresher course

• IOSH Managing Safely

• IOSH Managing Safely refresher course

• IOSH Working Safely

• Vertical Evacuation Training

IMPROVEMENT HUB COURSES

• Introduction to SaTH Improvement

• Fundamentals of SaTH Improvement

• SaTH Improvement Practitioner

• Action Learning Set Sessions

LEADERSHIP COURSES

• Civility, Respect and Inclusion

• Emotional Inteligence

• FOSATL

• Galvanise

• Resilience

• SaTH 1

• SaTH 2

• SaTH 3

• SaTH 4

• Scope for Growth

• Situational Leadership

• STEP • Values Based Conversations

• Values, Behaviour, Attitudes

Interview Training

QUANTA COURSES

• Creative Thinking & Innovation

• Effective Communication in the Workplace

• Managing Challenging Conversations

SaTH Education

“

Learning is not a one-time event but a lifelong experience.

Jack Welch

GENERAL COURSES

FUNCTIONAL SKILLS - OPEN TO ALL TRUST EMPLOYEES

DESCRIPTION

Functional Skills Level 1 and Level 2 in Maths and English are offered by various further education colleges. These are usually funded and include both classrooms taught sessions and E Learning. Providers are able to assess Learner’s current skill in the subject and work with the Learner to improve on this. Exams and certification are offered.

TARGET AUDIENCE

All Trust employees

LEARNING OUTCOMES

Enables the Learner to improve their current level of Maths and English skills and achieve a recognised qualification.

TEACHING METHODS

Classroom taught

E Learning

ASSESSMENT & QUALIFICATION

Level 1 Maths

Level 1 English

Level 2 Maths

Level 2 English

TIME COMMITMENT & DURATION

This is based on the Learner’s current ability and commitment to put in the work.

INSTANCES PER YEAR

• Weekly for classroom taught sessions. eLearning is more flexible.

CLINICAL COURSES

EUROPEAN PAEDIATRIC ADVANCED LIFE SUPPORT (EPALS)

DESCRIPTION

The European Paediatric Advanced Life support (EPALS) course is a collaboration between the European Resuscitation Council and the Resuscitation Council (UK)

The course is intended to provide training for multi-disciplinary healthcare professionals in the early recognition of the child in respiratory or circulatory failure and the development of the knowledge and core skills required to prevent further deterioration towards respiratory or cardiorespiratory arrest.

EPALS is approved by The Royal Colleges of Emergency Medicine, Paediatrics, Anaesthesia, and the Association of Paediatric Anaesthetists (RCPCH, RCEM, RCA, APA) for training and revalidation for both consultants and junior grades in advanced paediatric resuscitation skills and management.

TARGET

AUDIENCE

• Doctors, Nurses, and paramedics working in direct contact with children

• Healthcare professionals who would be expected to apply the skills taught as part of their clinical duties or teach them on a regular basis

• All applicants must hold a current clinical appointment and professional register

LEARNING

OUTCOMES

• Use the structured ABCDE approach for rapid assessment of the seriously ill child

• Manage the sick child until arrival of the expert assistance

• Facilitate the development of resuscitation team members and team leaders

• Use a structured approach to communication amongst team members during an emergency situation

TEACHING METHODS

• Pre course reading

• Classroom teaching

• Workshops

• Simulation

ASSESSMENT & QUALIFICATION

Assessments are based on clinical simulation that allow the candidate to effectively demonstrate the core competencies that have been taught on the course. The simulations are standardised and reflect reality as closely as possible.

• Continuous assessment of; Skills (BLS and BMV are essential skills

• Participation in workshops and simulation teaching.

• Summative assessment - simulation

• MCQ

Successful candidates are issued with a certificate valid for four years.

TIME COMMITMENT & DURATION

Two face to face days. INSTANCES PER YEAR

Three

NEWBORN LIFE SUPPORT (NLS)

DESCRIPTION

Focusing specifically on the resuscitation of the newborn infant, Newborn Life support (NLS) teaches healthcare professionals the essential practical skills and theoretical knowledge to best aid the newborn infant in an emergency.

TARGET AUDIENCE

• Any healthcare professional involved in the delivery and care of the newborn infant. This includes junior and senior doctors, midwives, nurses and resuscitation officers.

• All applicants must hold a professional healthcare qualification or be in healthcare training.

LEARNING OUTCOMES

• Approach the management of a newborn infant requiring assistance during the first 10-20- minutes. In a competent manner.

• Understand the processes underlying apnoea, bradycardia and poor condition at birth

• Initiate resuscitation of the newborn infant

• Deliver airway management and ventilatory support

TEACHING METHODS

• Pre course reading

• Lectures

ASSESSMENT & QUALIFICATION

• Practical skill stations

• Simulations

Assessments are based on clinical simulation that allow the candidate to effectively demonstrate the core competencies that have been taught on the course. The simulations are standardised and reflect reality as closely as possible.

• Airway test

• MCQ

Successful candidates are issued with a certificate valid for four years.

TIME COMMITMENT & DURATION

One face to face day

INSTANCES PER YEAR

Three to four

IMMEDIATE LIFE SUPPORT E-LEARNING COURSE (E-ILS)

DESCRIPTION

eILS provides a variety of skills, from managing a deteriorating patient, identifying causes of deterioration and treating cardiac arrest in adults. This course aims to teach leadership abilities and what it takes to be an effective team member in a cardiac arrest.

TARGET AUDIENCE

This course is appropriate for doctors, nurses, paramedics, ODP’s, health visitors, school nurses, midwifes, cardiac technicians, resuscitation officers, physiotherapists, dental professionals, ambulance technicians and medical students.

LEARNING OUTCOMES

• Understand the ABCDE approach and facilitate rapid recognition of the seriously ill adult

• Provide appropriate initial treatment interventions to prevent cardiopulmonary arrest

• Treat adults in respiratory and cardiorespiratory arrest until the arrival of the resuscitation team or more experienced help

• Become an effective team member who can respond appropriately in an emergency

TEACHING METHODS

• E learning and pre course reading

• Skill stations - airway management and high quality CPR & defibrillation.

• Simulations

ASSESSMENT & QUALIFICATION

Assessment is continuous throughout the course and is guided by the assessment forms provided for each core skills demonstrated on the day.

TIME COMMITMENT & DURATION

One day.

INSTANCES PER YEAR

Twelve.

PAEDIATRIC IMMEDIATE LIFE SUPPORT COURSE (PILS)

DESCRIPTION

PILS provides a variety of skills, from managing a deteriorating patient, identifying causes of deterioration and treating cardiac arrest in children. This course aims to teach leadership abilities and what it takes to be an effective team member in a cardiac arrest.

TARGET AUDIENCE

This course is appropriate for doctors, nurses, ODP’s, cardiac technicians, resuscitation officers, dental professionals, and medical students who have a responsibility to look after sick children.

LEARNING OUTCOMES

• Understand the ABCDE approach and facilitate rapid recognition of the seriously ill child

• Provide appropriate initial treatment interventions to prevent cardiopulmonary arrest

• Treat children in respiratory and cardiorespiratory arrest until the arrival of the resuscitation team or more experienced help

• Become an effective team member who can respond appropriately in an emergency

TEACHING METHODS

• Lecture

• Skill stations

• Simulations

ASSESSMENT & QUALIFICATION

Assessment is continuous throughout the course and is guided by the assessment forms provided for each core skills demonstrated on the day.

TIME COMMITMENT & DURATION

One day.

INSTANCES PER YEAR

Twelve.

MALE URINARY CATHETERISATION WORKSHOP

DESCRIPTION

This Workshop will cover the theory and practical session in passing a Male Urinary Catheter.

The session will consist of:

• A presentation

• A demonstration of male urinary catheterisation

• A practice in simulation There will be an Assessment document to complete in the clinical area. The session is for three hours.

The session will be delivered by the CPE Team (Nancy Moreton) Urology Nurses.

TARGET AUDIENCE

All Registered Healthcare Professionals new to the skill who will be passing male urinary catheters in their role.

LEARNING OUTCOMES

• Appropriately assess the need for catheterisation

• Catheter selection

• Refresher of male anatomy

• NPSA Alert

• Can demonstrate safe placement of a urinary catheter

TEACHING

METHODS

Face to face workshop. ASSESSMENT & QUALIFICATION

Assessed in the Clinical Area.

& DURATION

The session is for three hours with the Clinical Assessments to be completed in six months.

INSTANCES PER YEAR

Variable.

E-ADVANCED LIFE SUPPORT (E-ALS)

DESCRIPTION

The course is intended to provide training for multi-disciplinary healthcare professionals who need skills in Advanced Life Support as part of their clinical duties. ALS is recognised by the European Resuscitation Council and the Australian Resuscitation Council giving ALS providers the freedom to use their life saving skill in other countries.

TARGET AUDIENCE

• Doctors, Nurses, and paramedics working in acute areas e.g., ED, CCU, ITU, HDU, operating theatres, acute admissions units – priority given to staff who regularly attend cardiac arrests as part of their role i.e. cardiac arrest team members

• Healthcare professionals who would be expected to apply the skills taught as part of their clinical duties or teach them on a regular basis

• All applicants must hold a professional healthcare qualification or be in training for one.

LEARNING OUTCOMES

• Use the structured ABCDE approach for rapid assessment of the seriously ill adult

• Manage the sick adult until arrival of the expert assistance

• Deliver standardised CPR in adults

• Manage a cardiac arrest by working with a multi-disciplinary team in an emergency

• Become an effective and confident team member and leader by utilising non-technical skills

• Use a structured approach to communication amongst team members during an emergency

TEACHING METHODS

• Pre course reading

• 1 day of e-learning followed by 1 day face to face learning

• Classroom teaching

• Workshops

• Simulation

ASSESSMENT & QUALIFICATION

Assessments are based on clinical simulation that allow the candidate to effectively demonstrate the core competencies that have been taught on the course. The simulations are standardised and reflect reality as closely as possible.

• Continuous assessment of core skills - airway management, high quality CPR and defibrillation and cardiac arrest management

• Participation in workshops and simulation teaching.

• Summative assessment – simulation

• MCQ

Successful candidates are issued with a certificate valid for four years.

TIME COMMITMENT & DURATION

Two face to face days

INSTANCES PER YEAR

Five

ADVANCED LIFE SUPPORT (ALS)

DESCRIPTION

The course is intended to provide training for multi-disciplinary healthcare professionals who need skills in Advanced Life Support as part of their clinical duties. ALS is recognised by the European Resuscitation Council and the Australian Resuscitation Council giving ALS providers the freedom to use their life saving skill in other countries.

TARGET AUDIENCE

• Doctors, Nurses, and paramedics working in acute areas e.g., ED, CCU, ITU, HDU, operating theatres, acute admissions units – priority given to staff who regularly attend cardiac arrests as part of their role i.e. cardiac arrest team members

• Healthcare professionals who would be expected to apply the skills taught as part of their clinical duties or teach them on a regular basis

• All applicants must hold a professional healthcare qualification or be in training for one.

LEARNING OUTCOMES

• Use the structured ABCDE approach for rapid assessment of the seriously ill adult

• Manage the sick adult until arrival of the expert assistance

• Deliver standardised CPR in adults

• Manage a cardiac arrest by working with a multi-disciplinary team in an emergency

• Become an effective and confident team member and leader by utilising non-technical skills

• Use a structured approach to communication amongst team members during an emergency

TEACHING METHODS

• Pre course reading

• E-learning

• Simulation

• Classroom teaching

• Workshops

ASSESSMENT & QUALIFICATION

Assessments are based on clinical simulation that allow the candidate to effectively demonstrate the core competencies that have been taught on the course. The simulations are standardised and reflect reality as closely as possible.

• Continuous assessment of core skills - airway management, high quality CPR and defibrillation and cardiac arrest management

• Participation in workshops and simulation teaching.

• Summative assessment – simulation

• MCQ

Successful candidates are issued with a certificate valid for four years.

TIME COMMITMENT & DURATION

Two face to face days. INSTANCES PER YEAR

Four.

NASOGASTRIC FEEDING TUBE PLACEMENT (ADULTS)

INCLUDING:

SAFE PLACEMENT OF A NASOGASTRIC FEEDING TUBE (NGFT) (NG)

SPEECH AND LANGUAGE THERAPY (SLT) CASE STUDIES

CARE OF PERCUTANEOUS ENDOSCOPIC GASTROSTOMY (PEGS)

STUDY DAY, BY NUTRITION NURSES

DESCRIPTION

This Workshop will cover the differences between a Nasogastric Feeding Tube and a Wide Bore / Ryle Nasogastric Tube.

The workshop will cover:

• The Indications and Contraindications.

• How to measure the distance using the NEX measurement

• Confirming the position

• Documentation

• Troubleshooting

There will be pre-reading and theory questions to complete before attending the workshop.

In addition to Nasogastric feeding tube training, the Nutrition nurse will deliver a ‘Care of PEGS’ session and the SLT will cover cases studies on PEG and NG feeding Tubes.

TARGET AUDIENCE

Newly qualified registered Healthcare professionals who will be passing Nasogastric Feeding Tubes (NGFT).

Registered Healthcare Professionals who have passed NGFT in the past and would like a refresher.

LEARNING OUTCOMES

• Can demonstrate safe placement of a NGFT

• Can understand the importance of confirmation of placement with pH testing and X-Ray confirmation

• Recognise why it is important to ensure the NGFT remains in the stomach and does not displace

• Have an understanding on the Care of PEGS and who to contact.

• Have an understanding why patients are referred for a NGFT or PEG feeding tube.

TEACHING METHODS

Face to Face workshop.

ASSESSMENT & QUALIFICATION

Safe placement of a NGFT to be Assessed in Simulation and in the Clinical Area.

TIME COMMITMENT & DURATION

The NGFT session is all day: Safe Placement of an NGFT 9 – 12.

Swallowing Assessment - Speech and Language Therapist 1 - 2

Care of PEGS- Nutrition nurses 2 - 4

INSTANCES PER YEAR

Variable.

INTERNATIONAL NURSE WARD READINESS PROGRAMME

DESCRIPTION

The ward readiness programme evolves with every new cohort. Using themes and feedback from various sources, we plan, develop, implement, and deliver a rolling training programme for our nurses, to facilitate a smooth transition from the OSCE preparation programme to the clinical environment. We achieve this by providing relevant information to develop a thorough understanding of the documentation and services at SaTH.

We offer pastoral support and guidance to enhance the learning experience, by transferring knowledge to educate and develop skills, which assists with a smoother integration into the ward teams. Furthermore, we signpost to wellbeing services and encourage nurses to maintain a good work life balance.

The ward readiness programme incorporates many assessments, that will be completed to benefit the ward, our nurses, and to provide excellent care for the communities we serve.

TARGET AUDIENCE

International nurses who have completed OSCE programme.

LEARNING OUTCOMES

• To give new nurses an overview of the Trust, it’s history and what it is like to work at SATH.

• To gain an understanding of relevant national and local guidance, including SATH policies and procedures.

• To have a general understanding of the Trust’s values and expectations.

• To have a good knowledge of the Trust’s documentation and how to utilise.

• To be able to identify and access the tools available within the Trust’s intranet.

• To have completed E-learning in line with the Trust’s induction programme

• To meet the educators within the Trust and gain understanding of the support on offer to all staff.

• To develop and build strong relationships.

TEACHING METHODS

• PowerPoint presentation

• Guest speakers/Educators

• Group discussion

• Scenarios/Role play

• Interactive games

• Videos

• Quizzes

• Workbook

• Demonstrations

• E-Learning

ASSESSMENT & QUALIFICATION

• Bootcamp assessments – Venepuncture, Cannulation, IV Bolus and Continuous, Hand hygiene

• Donning and Doffing

• Pharmacy E-learning

• IT password set up

• Blood transfusion administration

TIME COMMITMENT & DURATION

Three weeks face to face study programme – 7.5 hour days (Including E-learning study time).

INSTANCES PER YEAR

Variable - for forthcoming dates please contact Kally Williams

envelope kally.williams@nhs.net phone-square-alt 01743 261000 Ext. 2276

PRECEPTORSHIP PROGRAMME

DESCRIPTION

The programme has been developed in collaboration with the Integrated Care System (ICS) and has been mapped against Health Education England National Preceptorship Framework.

The programme aims to provide an environment of learning through problem based reflective practise, reinforcing professional standards and providing guidance and support to promote a smooth transition from student to registered practitioner.

TARGET AUDIENCE

This programme is for registrants new to the nursing register.

LEARNING OUTCOMES

Knowledge and understanding:

• Develop an understanding of accountability in practice

• Examine and implement effective communication in the clinical and wider health care setting

• Through formal teaching sessions and individual learning plans develop practical skills to care for patients in your chosen field of practice

Health and wellbeing:

• Develop knowledge to identify health and wellbeing needs of patient’s, colleagues and self

Leadership:

• Establish effective team working

• Discuss effective leadership strategies

Transferable skills:

• Effective team working

• Develop compassionate communication to enhance Problem solving skills:

• Reflection of own practice

TEACHING METHODS

• Classroom teaching

• Simulation

• Role play

• Preceptorship passport

• Individualised learning plans

• Pastoral care

ASSESSMENT & QUALIFICATION

Completion of preceptorship passport to include reflective discussions with a nominated preceptor. The passport must also demonstrate completion of individual learning plans.

TIME COMMITMENT & DURATION

The programme contains six formal study days.

INSTANCES PER YEAR

Rolling programme.

MANAGING THE DETERIORATING PATIENT

SIMULATION TRAINING FOR RNs AND HCAs

DESCRIPTION

This course involves training alongside Foundation doctors, for whom it is a required part of their Medical training programme.

The sessions offer both disciplines the opportunity to work together and experience simulated emergency and deteriorating patient scenarios in a safe and controlled environment.

The course provides an opportunity for nurses to practice carrying out a structured approach to assessment, empowering confidence in escalating concerns, making decisions and managing patient care as part of a team. A major focus of the training is exploring “Human Factors” and how these effect performance and patient outcomes in stressful situations.

Each scenario is followed by an opportunity to explore and reflect on performance and learning needs.

TARGET AUDIENCE

• Band 6 Nurses

• Band 5 Nurses with 2 yrs. post reg experience.

• HCA with 2yrs experience

LEARNING OUTCOMES

• Recognise, respond to and manage the acutely ill or deteriorating patient in a wide variety of clinical settings and situations alongside medical colleagues

• Apply accurate, thorough and structured A-E assessments to improve patient safety and outcomes

• Demonstrate appropriate, timely escalation and clinical decision-making skills

• Understand “Human factors” and demonstrate the key principles of effective communication, leadership, followship, delegation and situational awareness and how this contributes to effective teamwork and patient safety

• Understand and utilise clinical systems, protocol, and guidelines

TEACHING METHODS

Simulation

ASSESSMENT & QUALIFICATION

Informal assessment of skills on the day – feedback given as appropriate

TIME COMMITMENT & DURATION

Full day.

INSTANCES PER YEAR

Variable - for upcoming courses please see training diary under Clinical Skills or search on LMS

STUDENT SUPERVISION AND ASSESSMENT

PRACTICE SUPERVISOR PREPARATION

DESCRIPTION

This session comprises of two parts both of which are workbooks.

This is aimed at practitioners wishing to become Practice Supervisors and promotes competency based education suitable for registered nurses, midwives and nursing associates. The workbook is designed for staff who are new to supervising learners. It develops the skills required to successfully, develop learners, including feedback.

The module learning outcomes and workbook content have been mapped against both the Standards for Student Supervision and Assessment (2018) and reflect the resources developed by the Midlands, Yorkshire and East of England (MYE) working group.

On completion of the first workbook the practitioner completes a self declaration which is returned to the CPF team, on receipt of the selfdeclaration the practitioner will receive supplementary information relating to coaching and equality and diversity.

TARGET AUDIENCE

Registered nurse (RN), Registered Midwives (RM), Nursing Associates (NA).

LEARNING OUTCOMES

Workbook One NMC Education Standards Preparation for Practice Supervisors

• To introduce the 2018 NMC Education Standards

• To explore the roles involved in supporting students on placement

• To consider how the changes in pre –registration nurse education will impact on placement

• To explore the role of a supervisor and how this links to other roles involved in supporting students in clinical practice (practice assessor / academic assessor)

Workbook Two -Supplementary information – Coaching

• To introduce a coaching approach to supporting learners in practice

Workbook Three - Supporting students in practice- Equality and Diversity

TEACHING METHODS

Self-directed workbook with links to supporting information (digital) within and signposting to the CPF intranet page where additional resources can be found.

ASSESSMENT & QUALIFICATION

No formal assessment- registered on the Trust practice supervisor register.

TIME COMMITMENT & DURATION

Approximately ½ day.

INSTANCES PER YEAR

As required- accessible by the practitioners on the intranet – Clinical Placement Facilitator site

STUDENT SUPERVISION AND ASSESSMENT

PRACTICE ASSESSOR & SUPERVISOR UPDATE

DESCRIPTION

These three yearly updates ensure that all practice Assessors and Practice Supervisors are aware of current topics within pre-registration nursing / training nursing associates. This is also an opportunity for practice assessors/ supervisors to reflect in experiences with learners to promote development and learning. The update complements the updates that are provided within the CPF/PDN newsletter and the information / resources that are available on the intranet.

This is aimed at practitioners who undertook Practice Assessor / Practice Supervisors preparation three years ago. It promotes competency-based education suitable for registered nurses, and nursing associates. The workbook is designed for staff who are new to supervising learners. It develops the skills required to successfully, develop learners, including feedback.

The module learning outcomes and workbook content have been mapped against both the Standards for Student Supervision and Assessment (2018) and reflect the resources developed by the Midlands, Yorkshire and East of England (MYE) working group.

TARGET AUDIENCE

Registered nurse (RN), and Nursing Associates (NA) who have completed either the Practice Assessor and /or the Practice Supervisor preparation.

LEARNING OUTCOMES

To update your knowledge of:

• the NMC Standards for Student, Supervision and Assessment (2018)roles and responsibilities of practice supervisor / assessor/ academic assessor

• Student documentation (MYEPAD / all Wales document)

• Supporting struggling students

• To refresh your knowledge on the coaching approach to supporting learners in practice

• The support available to you in your role as PA/PS

• The future nurse standards of proficiency

TEACHING METHODS

Self-directed workbook with links to supporting information (digital) within and signposting to the CPF intranet page where additional resources can be found.

ASSESSMENT & QUALIFICATION

No formal assessment- registered on the Trust practice supervisor /assessor register.

TIME COMMITMENT & DURATION

Approximately three hours.

INSTANCES PER YEAR

Email sent annually with update to all practice assessors /supervisors who require to complete update.

LEARNER DOCUMENTATION UPDATE FOR ASSESSORS / SUPERVISORS

DESCRIPTION

This course is aimed at existing practice assessors / supervisors (registered nurses or nursing associates). It is aimed at practice assessors/ supervisors who are not familiar with pre-registration nursing and /or nursing associate documentation (MYEPAD) or who require a refresher. It provides an overview of the NMC (2018) assessment requirements.

On completion of the PowerPoint /watching the video the practitioner completes a self-declaration which is returned to the CP.

TARGET AUDIENCE

Registered nurse (RN), Nursing Associates (NA) who are practice assessors or practice supervisors.

LEARNING OUTCOMES

• To refresh your knowledge of the NMC (2018) Standards for Student, Supervision and Assessment

• To refresh your knowledge of the NMC (2018) standards of proficiency for pre-registration nursing and nursing associates

• To prepare you to use the MYE PAD and national TNA PAD

TEACHING METHODS

• Video

• PowerPoint accessible via the CPF intranet site

ASSESSMENT & QUALIFICATION

No formal assessment- once self-declaration received registered on the Trust practice supervisor /assessor register as having completed a documentation updated.

TIME COMMITMENT & DURATION

Approximately one hour

INSTANCES PER YEAR

As required- accessible by the practitioners on the intranet – Clinical Placement Facilitator site.

HEALTHCARE SUPPORT LEVEL 3 DIPLOMA

DESCRIPTION

This qualification is fully funded and available to permanent employees who are experienced in Health Care. This may also be an essential or desired qualification to further careers within the Trust or the wider health sector. Learners are required to attend an initial induction and will then be allocated a qualified assessor who will work with them on a 1:1 basis to build a portfolio of evidence, choosing units appropriate to their current workplace setting.

TARGET AUDIENCE

Permanent employees who work as Healthcare Assistants, Allied Health Profession Assistants and Womens Services Assistants who would like to further their knowledge and gain a recognised national qualification in their field of work.

LEARNING OUTCOMES

Higher level understanding of the roles and responsibilities of work in practice.

TEACHING METHODS

• Induction to the qualification

• 1-1 support individual support sessions

• Various methods of assessment methods including observational assessment in the learner’s workplace

• Recognising any accredited prior learning

• Self-guided research and study

ASSESSMENT & QUALIFICATION

PRE-COURSE REQUIREMENT

• GCSE Grade 4/C or above or

• Level 2 Functional Skills in English

Ongoing assessment throughout the duration of the qualification resulting in Level 3 Diploma. There is no end point assessment or written examination attached to this qualification.

TIME COMMITMENT & DURATION

Flexible to suit the learner to be completed throughout the 18 month period.

INSTANCES PER YEAR

Rolling programme.

THE OSCE PREPARATION PROGRAMME

FOR INTERNATIONAL NURSE REGISTRATION ON NMC REGISTER

DESCRIPTION

This course has been designed to give nurses with overseas registration an insight into the skills and standards required to pass the NMC OSCE and achieve UK registration and prepare nurses for integration into clinical areas. This includes theoretical and practical teaching delivered by a highly skilled education team to prepare for OSCE and a full ward readiness package to support transition to substantive roles.

TARGET AUDIENCE

International Nurses with overseas registration.

LEARNING OUTCOMES

Enhanced skills and knowledge of:

• Assessment, Planning, Implementation and Evaluation

• In hospital resuscitation (no defibrillation)

• Mid-stream specimen of urine and Urinalysis

• Catheter specimen of urine

• Removal of Urinary Catheter

• Administration of Inhaled medications

• Professional values

TEACHING METHODS

• Classroom teaching

• One-to-one teaching

• Group work

ASSESSMENT & QUALIFICATION

• Mock OSCE

• OSCE (assessed externally)

• NMC registration

• Intramuscular Injection

• Subcutaneous Injection

• Intravenous Flush and VIP score

• Pain assessment

• Peak Expiratory Flow Rate

• Pressure Area Assessment

• Wound Assessment and Aseptic Non-Touch Technique (ANTT)

• Evidence-Based Practice

• Blood Glucose Monitoring

• Fine-bore NG tube insertion

• Workbooks

• E-learning (online)

• Self-directed study

TIME COMMITMENT & DURATION

Sixteen weeks

INSTANCES PER YEAR

Six (6) cohorts per year

CARE CERTIFICATE FOR HEALTH CARE ASSISTANTS

DESCRIPTION

Level 1 Care Certificate for HCAs who are new to a formal care setting.

Available to staff who also need this qualification to form part of a higher-level qualification that they are undertaking.

TARGET AUDIENCE

HCAs and other allied health professionals.

LEARNING OUTCOMES

The Care Certificate is an agreed set of standards that defines the knowledge, skills and behaviours expected of specific job roles in healthcare.

TEACHING METHODS

eLearning and assessment in the workplace.

ASSESSMENT & QUALIFICATION

Level 1 Certificate.

TIME COMMITMENT & DURATION

Six months.

INSTANCES PER YEAR

Rolling programme.

MATERNITY COURSES

PROMPT -

PRACTICAL

OBSTETRIC MULTI-PROFESSIONAL TRAINING

DESCRIPTION

A one day course that teaches about managing obstetric emergencies and human factors through simulations and lectures. Emergencies that have been covered include: postpartum haemorrhage, hypertension/eclampsia, cord prolapse, shoulder dystocia, breech and twin deliveries.

TARGET AUDIENCE

The multi-disciplinary team in maternity including: Midwives, Obstetricians, Anaesthetists, MSW’s and WSA’s.

LEARNING OUTCOMES

• Be confident in the management of obstetric emergencies in the area in which they work.

• Improve communication and teamworking between the multi-disciplinary team in emergency situations.

TEACHING METHODS

• Lectures

• Simulation of emergencies (some in clinical setting if possible)

• Videos

• Small skills workshops

ASSESSMENT & QUALIFICATION

Certificate of achievement at the end of the day.

One day per year - 08:30-17:15

Once.

HEALTH & SAFETY COURSES

FIRE EXTINGUISHER TRAINING

DESCRIPTION

This practical course gives staff a hands-on experience in using fire extinguishers.

We will discuss different types of extinguishers you will find at any of the Trust sites, which type of fire each is suited to and how to safely use the extinguisher.

TARGET AUDIENCE

Fire Wardens

A sufficient number of staff from each department/ward

LEARNING OUTCOMES

• Know the different types of extinguishers on site

• Know which extinguisher to use on different classes of fire

• Know when you should and should not tackle a fire

• Safe checking of areas for potential fire

• Learn the technique for practical use of an extinguisher

TEACHING METHODS

Face to face, practical session. Using either a live fire or a target.

ASSESSMENT & QUALIFICATION

Completion of the practical session and use of an extinguisher on a live fire or target. TIME

30 minutes duration or as part of the 3 hour Fire Safety Training Course.

INSTANCES PER YEAR

The 3 hour training course is available multiple times a month at both RSH & PRH.

FIRE WARDEN TRAINING

DESCRIPTION

Fire Wardens play a key role in fire safety for wards and departments within SATH with support from the Fire Safety Team.

This course aims to outline the key areas of knowledge and influence required by a fire warden and describes the responsibilities and principal activities of those undertaking this important role.

Areas discussed on this course include:

• What to do on discovering a fire

• Evacuation strategies

• Current Fire Safety Legislation

TARGET AUDIENCE

• The Fire Triangle

• Fire Extinguisher Theory

• Routine fire warden checks

Open to all staff, both clinical and non-clinical.

LEARNING OUTCOMES

• What to do on discovering a fire

• Evacuation strategies

• Current Fire Safety Legislation

TEACHING METHODS

• The Fire Triangle

• Fire Extinguisher Theory

• Routine fire warden checks

Face to face, classroom session followed by a practical extinguisher training session. ASSESSMENT

FIRST AID AT WORK

DESCRIPTION

The Highfield Level 3 Award in First Aid at Work (RQF) has been written for learners wishing to become first aiders in their place of work and covers the vital skills necessary to provide prompt and effective first aid.

TARGET AUDIENCE

Any staff member nominated to undertake First Aid at Work duties.

LEARNING OUTCOMES

The qualification meets the Health and Safety Executive (HSE) requirements for training first aiders in those organisations that have identified that staff need to be trained to this level within their first aid needs assessment. It will also ensure that first-aiders are approved to deliver first aid for three years.

TEACHING METHODS

This is a classroom-based course, delivered by the H&S Team at PRH and RSH.

ASSESSMENT & QUALIFICATION

A classroom-based written assessment at the end of the course plus assessment of competency in the classroom setting.

TIME COMMITMENT & DURATION

Three days, including a written assessment paper.

INSTANCES PER YEAR

Courses are delivered four times a year.

FIRST AID AT WORK REFRESHER COURSE

DESCRIPTION

The Highfield Level 3 Award in First Aid at Work (RQF) refresher course has been written for existing first aiders who wish to continue to be first aiders in their place of work and covers the vital skills necessary to provide prompt and effective first aid.

This course is aimed at staff who have completed a three day First Aid at Work course within the past 3 years.

TARGET AUDIENCE

Any staff member nominated to undertake First Aid at Work duties, and who has previously undertaken a three day First Aid at Work course within the past three years.

LEARNING OUTCOMES

The qualification meets the Health and Safety Executive (HSE) requirements for training first aiders in those organisations that have identified that staff need to be trained to this level within their first aid needs assessment. It will also ensure that first-aiders are approved to deliver first aid for a further three years.

TEACHING METHODS

This is a classroom-based course, delivered by the H&S Team at PRH and RSH.

ASSESSMENT & QUALIFICATION

A classroom-based written assessment at the end of the course plus assessment of competency in the classroom setting.

TIME COMMITMENT & DURATION

Two days, including a written assessment paper.

INSTANCES PER YEAR

Courses are usually delivered at least four times a year, according to anticipated demand.

IOSH MANAGING SAFELY

DESCRIPTION

This is an externally accredited course, developed by the Institute of Occupational Safety and Health. IOSH say:

“Managing Safely is designed for managers and supervisors in any sector, and any organisation worldwide. They won’t suddenly become safety experts - but they’ll get up-to-speed on the practical actions they need to take and gain the knowledge and tools to tackle the safety and health issues they’re responsible for. Importantly, Managing Safely makes a powerful case for safety and health being an integral part of day-to-day management and business.”

TARGET AUDIENCE

• Line Managers and supervisors

• H&S Link Workers

• H&S staff representatives

LEARNING OUTCOMES

Managing Safely covers:

• Assessing H&S risks

• Controlling H&S risks

• Understanding H&S responsibilities

TEACHING METHODS

• Understanding safety hazards

• Investigating H&S incidents

• Measuring H&S performance

This is a classroom-based course, delivered by the H&S Team at PRH and RSH

ASSESSMENT & QUALIFICATION

• A classroom-based written assessment at the end of the course

• A workplace-based risk assessment project completed shortly after the course

TIME COMMITMENT & DURATION

Four days, including the written assessment paper plus additional personal study time to complete the risk assessment project

INSTANCES PER YEAR

Courses usually run four times a year

IOSH MANAGING SAFELY REFRESHER COURSE

DESCRIPTION

This is an externally accredited course, developed by the Institute of Occupational Safety and Health. IOSH say:

“The one-day course is for delegates who have already completed the full Managing Safely course. Delegates get to refresh their knowledge on the key parts of the full Managing Safely course by relating them to a plan-do-checkact safety and health management system, with leadership at the heart of it all.”

TARGET AUDIENCE

• Line Managers and supervisors

• H&S Link Workers

• H&S staff representatives

Delegates must have previously successfully completed the four-day IOSH Managing Safely course.

LEARNING OUTCOMES

Thinking Back

Delegates reflect on what they took away from the full Managing Safely course. They will also revisit the key reasons for managing safely and recap some of the key terms in an engaging and participative way.

Leadership

Why leadership is important, and how to create a positive safety culture.

Plan

Looks at a safety and health policy and what it includes. Delegates also consider how to deliver the policy.

Do

Delegates undertake a risk assessment exercise and then think about the best ways to communicate their findings and the safety and health plan to the workforce.

Study

Take a look at data types, what can be measured and how this helps in seeing if ‘the plan’ is implemented and working.

Act

Looks at why reviewing performance, acting on lessons learned and striving to improve continually is essential. Delegates then reflect on what they have learned and how they will use this in their workplace

TEACHING METHODS

This is a classroom-based course, delivered by the H&S Team at PRH and RSH.

ASSESSMENT & QUALIFICATION

A classroom-based written assessment at the end of the course.

TIME COMMITMENT & DURATION

One day, including a written assessment paper.

INSTANCES PER YEAR

Courses are delivered by arrangement with the H&S Team – contact the H&S Team Manager to discuss.

IOSH WORKING SAFELY

DESCRIPTION

This is an externally accredited course, developed by the Institute of Occupational Safety and Health. IOSH say:

“Working Safely is a completely different approach to safety and health training. It’s a high-impact programme designed to be fun and get people fully involved. The first-class, jargon-free content is based on what people need to know in practice, and not off-putting legal language. Working Safely is for people at any level, in any sector worldwide, who need a grounding in the essentials of safety and health. It gives everyone at work an understanding of why they must ‘work safely’ – and does it in an enjoyable way.”

TARGET AUDIENCE

Any staff member. Previous courses have been provided for Estates and Facilities Teams.

LEARNING OUTCOMES

Working Safely covers:

• An outline of occupational safety and health

• Defining hazard and risk

• Identifying common H&S hazards

• Improving safety performance

TEACHING METHODS

This is a classroom-based course, delivered by the H&S Team at PRH and RSH.

ASSESSMENT & QUALIFICATION

A classroom-based written assessment at the end of the course.

TIME COMMITMENT & DURATION

One day, including a written assessment paper.

INSTANCES PER YEAR

Courses are delivered by arrangement with the H&S Team - contact the H&S Team Manager to discuss.

VERTICAL EVACUATION TRAINING – CHAIRS & MATS

DESCRIPTION

This is practical training in the use of the ski pads and evacuation chairs used to evacuate patients vertically in the event of an emergency.

This training is for staff that have completed the fire extinguisher practical and desktop evacuation scenario, and require the evacuation equipment training. ”

TARGET AUDIENCE

Any staff member with vertical evacuation equipment within their department or on their escape route.

LEARNING OUTCOMES

• To be confident in assembly of the equipment

• Awareness of safe working loads when using the equipment

• Knowledge of different staff roles within a vertical evacuation

• Suitability of patients for each piece of equipment

• How to evacuate a non-ambulant person from the building

• Considerations for evacuating a bariatric patient

• Disassemble equipment and safe storage

TEACHING METHODS

Face to face, practical training

ASSESSMENT & QUALIFICATION

Operating the equipment during the training session.

TIME COMMITMENT & DURATION

1.5 hours or as part of the 3 hour Fire Safety Training Course

INSTANCES PER YEAR

The 3 hour training course is available multiple times a month at both RSH & PRH.

Outstations should contact the Fire Safety Team to arrange dedicated training.

IMPROVEMENT HUB COURSES

INTRODUCTION TO SATH IMPROVEMENT

DESCRIPTION

The Introduction to Improvement is aimed at all colleagues within SaTH to gain a basic understanding of the philosophy of continuous improvement, with a focus on the key tool that we use, the “Model for Improvement”.

The session is designed to provide an awareness of our improvement method at SaTH and how everyone is encouraged to get involved in making the changes necessary to achieve our vision.

TARGET AUDIENCE

The Introduction session is designed for all colleagues.

LEARNING OUTCOMES

• Have an awareness of SaTH’s Improvement methodology and how you can be engaged in improvement.

• Understand how colleagues feel about improvement.

• Have an awareness of the Model for Improvement and PDSA.

• Be aware of the need for measurement.

• Have an awareness of training available & ongoing support.

TEACHING METHODS

A video has been made that should be watched by all new colleagues as part of their induction. All colleagues currently employed by SaTH will be encouraged to watch the video within the next 6 months.

ASSESSMENT & QUALIFICATION

Simple question to assess that the video has been watched

TIME COMMITMENT & DURATION

15 minutes

INSTANCES PER YEAR

This course is online, accessible via the LMS.

FUNDAMENTALS OF SATH IMPROVEMENT

DESCRIPTION

The course has been designed to be accessible to colleagues at all levels, and will provide them with the philosophy, tools, and concepts that they can use within their own work areas to make small incremental improvements. The aim of the course is to enable colleagues to practice improvement.

TARGET AUDIENCE

The course is designed for all colleagues at SaTH.

LEARNING OUTCOMES

• Have an awareness of SaTH’s Improvement methodology and how you can be engaged in improvement.

• Have an understanding of the Model for Improvement and PDSA.

• Understand how to identify Waste within your areas.

• Have an awareness of rudimentary root cause analysis.

• Understand how colleagues feel about improvement & generate ideas.

• Knowledge of 5S principles to enable you support a 5S activity.

• Be aware of the need for measurement and types of measures used in continuous improvement.

• Have an awareness of how we document improvement.

TEACHING METHODS

The Fundamentals course will be delivered over one day of face-to face learning, as well as an option to be taught via Microsoft teams. Additionally, bitesize videos have been developed to enable colleagues review the content in their own time.

ASSESSMENT & QUALIFICATION

No assessment.

TIME COMMITMENT & DURATION

1 full day, 09:00 until 16.30

INSTANCES PER YEAR

These courses run frequently, please refer to the LMS or contact: envelope sath.improvementhub@nhs.net for specific dates.

SATH IMPROVEMENT PRACTITIONER

DESCRIPTION

The Practitioner course is available for all leaders and supervisors within the Trust on completion of the Fundamentals course. The course provides an advanced understanding of our improvement tools & techniques that will enable you to follow the “Model for Improvement” by ensuring you are clear on what you are trying to accomplish (Aim), you know that your change leads to a sustainable improvement (Measures), and you have been able to identify suitable changes that results in the improvement you seek (Changes).

During the course you will be provided with coaching support from a member of the Improvement Hub and will identify a project prior to commencing the course, that you will then complete progressively throughout the programme. This will culminate in a case study that you will showcase at the monthly SaTH Improvement sharing huddle.

TARGET AUDIENCE

The course is designed for all leaders and supervisors who have completed the Fundamentals course.

LEARNING OUTCOMES

• Complete a project brief for your chosen subject.

• Deepen the participant’s knowledge of SaTH’s Improvement methodology and how to engage with colleagues in improvement.

• Have a deep understanding of the Model for Improvement and PDSA.

• To practice identifying Waste within your areas.

• Conduct rudimentary root cause analysis for an identified problem in your area.

• Use Mistake Proofing techniques to reduce defects in your work area.

• To explore opportunities for using “set up reduction” techniques in your area to support reducing the burden of work.

• Lead 5S interventions within your area.

• Have an awareness of facilitation tools and techniques that will support you to engage with your team to understand a process/problem.

• Practice SaTH Improvement Management tools and techniques with your team, focussing on Huddles, Production Boards, Improvement Boards, Standard work and Genba walks.

• To have the knowledge and skills to collect, display and use different types of measures in support of an improvement project.

TEACHING METHODS

The course will consist of 6 full day, face to face sessions over a 5-6 months period.

ASSESSMENT & QUALIFICATION

Write a case study in a poster format and showcase at a monthly SaTH Improvement sharing huddle.

TIME COMMITMENT & DURATION

6 full day sessions, 09:00 until 16:30.

INSTANCES PER YEAR

These courses run frequently, please refer to the LMS or contact: envelope sath.improvementhub@nhs.net for specific dates.

ACTION LEARNING SET SESSIONS

DESCRIPTION

Action learning sets are a mechanism for bringing colleagues together in a non-judgmental, friendly group that uses powerful questions to help you overcome problems you might be facing.

The session provides both a confidential and structured space to think about specific workplace problems, by offering peer support that will help with your thinking by enabling you gain a deeper understanding on some of the issues you are facing, with an emphasis on learning from experience.

To take part, please come with a problem, situation, or opportunity that you need help with.

TARGET AUDIENCE

The session is designed for all colleagues at SaTH who have a problem, situation or opportunity that you need help with.

LEARNING OUTCOMES

• The sessions will enable you gain some facilitation experience, as well as how best to ask the right questions to generate powerful thinking, rather than jumping straight to solutions.

• You will be supported by the Improvement hub throughout the session to help build your confidence and capability that will lead you to run your own action learning sets.

TEACHING METHODS

The session consists of 2-hour face to face ASSESSMENT & QUALIFICATION

N/A

2 hours

INSTANCES PER YEAR

These courses run frequently, please refer to the LMS or contact: envelope sath.improvementhub@nhs.net for specific dates.

LEADERSHIP COURSES

CIVILITY, RESPECT AND INCLUSION

DESCRIPTION

Aimed at all colleagues within SaTH

The aim of this sessions is to provide an opportunity to explore how we can each contribute to making our Trust a better place to work? Take time to ask each and every one of us to consider how we behave towards each other in our interactions and in the best possible way. It’s an opportunity to help embrace and make a positive change for the culture in our Trust. Each of us have the responsibility to make that difference. Civility saves lives – find out more in the training.

TARGET AUDIENCE

All colleagues within SaTH.

LEARNING OUTCOMES

Enable us all to help drive a Positive Change for the Culture in our Trust

• Understanding of Civility and Respect – what it is and what we need to do to make change.

• Commitment to ‘Making a Difference Together’.

• Awareness of own actions and behaviours towards others.

TEACHING METHODS

Face to face facilitated training – includes teaching, individual reflection, group activities.

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

A 2 hour face to face training course. Facilitated delivery to include theory and transfer of knowledge on topic area. Smaller pairs and group discussion and individual contributions encouraged.

INSTANCES PER YEAR

Regular dates offered throughout the year and individual team bespoke sessions can be requested.

EMOTIONAL INTELIGENCE

DESCRIPTION

Aimed at those in existing or aspiring leadership roles.

Course Aim –

This session aims to enable leaders to develop the capacity to recognise their own feelings and the feelings of those around them and to use that insight to manage their emotions appropriately within themselves and in their relationships with others.

This course aims to explore the topic of Emotional Intelligence - what does it mean to be an emotionally intelligent leader – why is it important? Take time to explore and consider your self-awareness and how this translates into your day to day interactions. Join us as we explore the 5 domains to developing your emotional intelligence.

TARGET AUDIENCE

Colleagues with existing or aspiring leadership responsibilities within SaTH

LEARNING OUTCOMES

• To understand what it means to be an emotionally intelligent leader.

• To increase your self-awareness and your ability to self-reflect on your strengths and areas for development as a leader.

• To identify strategies to regulate and manage your thoughts, feelings and actions so that they do not undermine your ability to be the leader you want to be.

• To develop an improved understanding of and empathy for those you manage and lead.

• To use emotional intelligence to increase your effectiveness as a leader.

TEACHING METHODS

Face to face facilitated training – includes teaching, individual reflection, group activities

TIME COMMITMENT & DURATION

A half day (3 hours) face to face training course. Facilitated delivery to include theory and transfer of knowledge on topic area. Smaller pairs and group discussion and individual contributions encouraged.

INSTANCES PER YEAR

Monthly courses available

FOUNDATIONS OF SUPERVISION AND TEAM LEADERSHIP

DESCRIPTION

Foundations of Supervision and Team Leadership – FOSATL for short is a dedicated development programme delivered by the Organisational Development team to support our future aspiring Supervisors and Team Leaders. Should you be successful in securing a place on the programme, you will join like-minded colleagues from right across SaTH and many varied departments which we add to your development experience.

The training will be facilitated and include individual and group activities across 5 days, over 5 months and focuses upon the following areas:

• Module 1 - Welcome to Programme, Understanding yourself through DiSC

• Module 2 - Effective Leadership

• Module 3 - Introduction to Coaching and Situational Leadership

• Module 4 - Managing Change, Difficult Conversations

• Module 5 - Individual key learning presentations, programme review and Close down

TARGET AUDIENCE

Aspiring Supervisors and Leaders

LEARNING OUTCOMES

• Developed knowledge and skills for aspiring Team Leaders and Supervisors to support future talent within SaTH.

• Competence required for Team Leaders and Supervisors met – setting individuals up for future success.

• Positive impact on driving the change in culture within SaTH.

• Increased self awareness of colleagues, ability to influence others within work areas.

• Increased retention of individuals through investment in development.

• Increased morale of individuals

TEACHING METHODS

Face to face facilitated training days – includes teaching, individual reflection, group activities

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

5 days over 5 months

INSTANCES PER YEAR

2 cohorts per year

GALVANISE

DESCRIPTION

Staff Survey feedback from our Black, Asian, and Minority Ethnicity colleagues, has identified that we can and must do more to provide equal opportunities for career progression or promotion within these groups. GALVANISE is a development programme for aspiring leaders from Black, Asian, and Minority Ethnic backgrounds.

TARGET AUDIENCE

Leaders and aspiring leaders from Black, Asian and Minority Ethnic colleagues

LEARNING OUTCOMES

Through self-awareness, communication training, meaningful goal setting and relationship building techniques, the programme equips you with the skills, confidence, and knowledge to be ready for promotion opportunities, whilst allowing space for critical discussion via action learning groups and reflective practice.

TEACHING METHODS

Face to face facilitated training days – includes teaching, individual reflection, group activities

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

7 days over 7 months

RESILIENCE

DESCRIPTION

Aimed at those in existing or aspiring leadership roles.

Course Aim - To raise your knowledge of resilience and provide a range of practical tools and ideas in order to build resilience in yourself & others. This course aims to explore the topic of Resilience. What is it? How do we describe and understand what it is and most importantly why it is needed. Take time to recognise the signs of a loss of resilience not only in yourself but in your colleagues too.

Take away some practical ideas and strategies to enable you to keep your resilience in check and support those who you come into contact with.

TARGET AUDIENCE

Colleagues with existing or aspiring leadership responsibilities within SaTH

LEARNING OUTCOMES

• Understand what resilience is and why it is needed.

• Recognise the signs of a loss of resilience in yourself and in others.

• Identify and develop strategies to restore your resilience and to support others.

• Sign positing to relevant resources and support available within SaTH to support Resilience.

TEACHING METHODS

Face to face facilitated training – includes teaching, individual reflection, group activities

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

A half day (3 hours) face to face training course. Facilitated delivery to include theory and transfer of knowledge on topic area. Smaller pairs and group discussion and individual contributions encouraged.

INSTANCES PER YEAR

Monthly courses available

SaTH 1

DESCRIPTION

SaTH 1 aims to equip our supervisors and team leaders with the tools to be more effective and confident as leaders in their roles when providing guidance to others and overseeing their work. Areas explored include collaborating with others, personal accountability, assertiveness and influencing others.

TARGET AUDIENCE

SaTH 1 is designed for those in supervisor and team leader roles.

LEARNING OUTCOMES

• To explore the responsibilities and challenges of these important roles with colleagues.

• To deepen participants’ understanding of who they are, and what they bring to the role.

• To develop an understanding of personal accountability - and what it means to be an effective team leader at the Trust.

• To experience and experiment with practical skills and strategies in working more effectively with others.

• To build confidence and capability to have important conversations around behaviours and performance at work.

• To increase effectiveness in working collaboratively.

• To create a community of learners from across the trust who can support and challenge each other.

TEACHING METHODS

Face to face facilitated training days – includes teaching, individual reflection, group activities

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

The SaTH 1 programme is delivered in six days over four months. It will consist of four days face-to-face learning and two days of self-learning/ group working with the participants in your pod (a small learning group that is created on your programme).

INSTANCES PER YEAR

2 or 3 cohorts per year

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SaTH 2

DESCRIPTION

SaTH 2 has been designed for those in first line manager roles, providing formal line management to a team, ward or department or leading people within a team.

SaTH 2 explores different leadership styles of high performing teams, and supports leaders to manage conflict with critical conversations.

TARGET AUDIENCE

SaTH 2 is designed for those in first line manager roles.

LEARNING OUTCOMES

• To understand the impact their leadership has on the performance of their teams.

• To explore types of team - and how they can create and lead high performing teams.

• To develop practical skills around feedback, handling conflict and coaching.

• To consider accountability within teams and the role of the line manager in promoting ‘above the line‘ behaviours and tackling ’below the line‘ behaviours.

• To understand the future trajectory of the organisation and so what should be on the agenda for teams and individual leaders.

• To build confidence and competence in tackling some of the trickier aspects of leading teams.

TEACHING METHODS

Face to face facilitated training days – includes teaching, individual reflection, group activities.

The SaTH 2 programme is delivered in six days over four months. It will consist of four days face-to-face learning and two days of self-learning/ group working with the participants in your pod (a small learning group that is created on your programme).

INSTANCES PER YEAR

2 or 3 cohorts per year.

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SaTH 3

DESCRIPTION

SaTH 3 is aimed at those in ’middle manager‘ roles — in these roles, people may well be managing other managers and are likely to have been in leadership roles for several years. SaTH 3 explores leading change, theories of change and how our understanding of neurosciences should inform our approach to change.

TARGET AUDIENCE

SaTH 3 is designed for middle managers.

LEARNING OUTCOMES

• To explore the responsibilities and challenges of these roles.

• To deepen participants‘ understanding of who they are, and what they bring to the role.

• To be able to articulate a personal theory of change — and to have integrated this with other established theories and approaches.

• To be familiar with key neuroscience concepts which can influence the success or otherwise of change efforts.

• To have developed knowledge and experience around key behavioural change concepts.

• To practise different ways of thinking about ’the organisation‘ — and the implications of that for their own personal leadership and of change implementation.

• To create a community of learners from across the trust who can support and challenge each other.

TEACHING METHODS

Face to face facilitated training days – includes teaching, individual reflection, group activities

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

The SaTH 3 programme is delivered in six days over four months. It will consist of four days face-to-face learning and two days of self-learning/ group working with the participants in your pod (a small learning group that is created on your programme).

INSTANCES PER YEAR

These courses run frequently, please refer to the LMS or contact: envelope sath.improvementhub@nhs.net for specific dates. VIEW CONTENTS

SaTH 4 – SENIOR LEADERSHIP PROGRAMME

DESCRIPTION

The senior leadership programme (SaTH 4) has ben designed by the NHS Leadership academy to aid attendees in developing their self, team and organisation for the ultimate benefit of patient care and experience Working with small groups, delegates are given the opportunity to learn from the programme to a project or a piece of work that they are leading on.

TARGET AUDIENCE

SaTH 4 is designed for senior leaders

LEARNING OUTCOMES

• Self-discovery, recognising roles and responsibilities and effective decision making.

• Team development, team accountability and work cohesively as a team.

• The difference between leadership and management.

• Change and culture & influence and persuasion.

• Positive questioning and holding people to account.

• Stakeholder prioritisation and influence and motivation.

• Resilience and managing conflict.

• Project presentations, sustainability and spreading the learning.

TEACHING METHODS

Face

The senior leadership programme consists of 4 face to face dates over 5 or 6

SCOPE FOR GROWTH – CAREER CONVERSATIONS

DESCRIPTION

Scope for Growth is a new approach in career development and will support delivery of the NHS Long Term Workforce Plan, the People Promise and SaTH’s People Strategy. This means we can better support the aspirations of our people, improve diversity, support health and wellbeing and fill our most critical roles to enhance patient care.

The aim of the workshop is to give line managers / leaders an understanding of how to conduct career conversations using the Scope for Growth model.

TARGET AUDIENCE

Anyone who has line management and people management responsibilities

LEARNING OUTCOMES

To introduce career conversations using the Scope for Growth model:

• Understand what psychological safety is and its importance in career conversations.

• Explore a coaching approach – questioning, listening and feedback.

• Understand the approach to using the Scope for Growth model.

• Resources and support available.

TEACHING METHODS

Face to face workshop – interactive with exercises and practice sessions

ASSESSMENT & QUALIFICATION

N/A

Various dates available throughout the

SITUATIONAL LEADERSHIP

DESCRIPTION

Aimed at those in existing or aspiring leadership roles.

Course Aim - Situational Leadership provides leaders with a model and the tools for creating open communication and developing self-reliance in those they manage. It is designed to increase the frequency and quality of conversations about performance and development. As a result, competence is developed, commitment is gained and talented individuals are retained. As well as enabling leaders, it also enables individuals to ‘self-lead’ much more effectively by helping them to ask for what they need in a way that their manager will understand.

The course covers:

• Introduction to Situational Leadership.

• Diagnosis of development levels.

• Leadership styles.

• LBA Comparison.

• Commitment to Action.

TARGET AUDIENCE

Colleagues with existing or aspiring leadership responsibilities within SaTH LEARNING OUTCOMES

• Demonstrate the art of diagnosis.

• Define the four development level key characteristics.

• Identify and demonstrate the four leadership styles.

• Transfer the learning to your teams within your everyday interactions.

TEACHING METHODS

Face to face facilitated training days – includes teaching, individual reflection, group activities

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

A full day, face to face training course. Facilitated delivery to include theory and transfer of knowledge on topic area. Smaller pairs and group discussion and individual contributions encouraged.

INSTANCES PER YEAR

3 – 4 course dates offered up per year minimum

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STRIVE TOWARDS EXCELLENCE PROGRAMME

(STEP)

DESCRIPTION

This multi-disciplinary programme is designed to support new and existing managers to be more effective and confident in their roles. The programme focuses on developing supervisory and management skills in relation to managing people, finance, operations, governance, quality and safety. The programme then moves into leadership behaviours and development with signposting to further development.

TARGET AUDIENCE

Newly appointed or existing managers

LEARNING OUTCOMES

• Understand the skills of being an effective manager.

• Understand the role of manager and leader at SaTH.

• Have increased self awareness.

• Understand the importance of the Trust Values and Behaviours in relation to the managers role.

• Have gained an understanding of how management technical skills are utilised.

• Have increased self-confidence as a supervisor and manager.

TEACHING METHODS

Face to face facilitated and taught training days

5 -6 month programme covered over 5 separate days.

2 or 3 cohorts per year

VALUES BASED CONVERSATIONS

DESCRIPTION

This is a practical one day course for managers which equips them with a new set of skills enabling them to have better quality values based conversations with their staff. The course gives managers a set of tools and techniques to enable them to have difficult conversations about individual’s values, behaviours and attitudes, but also how to have developmental conversations with staff who they want to engage and develop further. The techniques are can also be usefully applied to conversations with colleagues, patients and anyone delegates want to improve the quality of their communication with.

The course gives candidates lots of opportunity to understand the theory of values, change, motivational interviewing, NLP and other proven techniques to bring about behavioural change in individuals and also provides numerous opportunities for delegates to practice these new skills.

TARGET AUDIENCE

Aimed at all colleagues with existing or aspiring leadership responsibilities within SaTH

LEARNING OUTCOMES

• To learn when to have values based conversations at work.

• To understand the role and positive impact values, behaviours and attitudes can have in the workplace.

• To develop knowledge of the VBA conversation technique for having conversations with staff about values, behaviours and attitude.

• To apply and practice the VBA conversation technique in the context of one to ones, appraisals, coaching and performance management.

• To receive feedback and support in developing the technique further in your work.

TEACHING METHODS

Face to face facilitated training – includes teaching, individual reflection, group activities

TIME COMMITMENT & DURATION

A full day, face to face training course. Facilitated delivery to include theory and transfer of knowledge on topic area. Smaller pairs and group discussion and individual contributions encouraged.

INSTANCES PER YEAR

Regular dates offered throughout the year

VALUES, BEHAVIOUR, ATTITUDES INTERVIEW TRAINING

DESCRIPTION

Aimed at SaTH Colleagues who have the responsibility for and actively involved in interviewing for vacant posts.

Value-based interviewing (VBI) focuses on ‘how’ and ‘why’ an applicant makes choices in the workplace and seeks to explore reasons for their behaviour. It provides the recruiting manager with a true understanding of, and insight into, candidates’ values and behaviours, and how they are aligned with those of the organisation.

The course covers:

• VBA background.

• SaTH Trust Values.

• Questioning, listening and documenting.

• Interview preparation.

• VBI Practice.

TARGET AUDIENCE

Colleagues who support and conduct Values Based Interviews within SaTH

LEARNING OUTCOMES

• To understand how the Trust values can be used to assess whether candidate’s values, behaviours and attitude align with the values of the organisation.

• To explore attendees own values and how to make objective recruitment decisions.

• To develop a range of questioning techniques to better understand candidates’ values, behaviours, attitudes and cultural fit.

• To practice and develop VBA interviewing skills in a safe environment.

• To receive feedback and coaching to become a competent VBA interviewer.

TEACHING METHODS

FFace to face facilitated training – includes teaching, individual reflection, group activities

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

A full day, face to face training course. Facilitated delivery to include theory and transfer of knowledge on topic area. Smaller pairs and group discussion and individual contributions encouraged.

INSTANCES PER YEAR

Monthly course dates available

QUANTA COURSES

CREATIVE THINKING AND INNOVATION

DESCRIPTION

Creativity is a highly sought after skill in the workplace. You will be able to adopt a more creative approach to work that will enable you to solve problems and improve services, products and processes with greater impact and originality. You will learn how to harness your latent creative talents.

In order to survive and prosper, organisations need to constantly innovate and create new futures for themselves. This course is packed full of techniques, tools and tips that will enable and inspire organisations to foster a culture of innovation and creativity.

TARGET AUDIENCE

Anyone who wishes to become more creative in their approach to work. Managers and staff who need to solve problems, create innovative futures and contribute towards the success of their organisations. Those who need to foster a culture of innovation and creativity.

LEARNING OUTCOMES

• Think more creatively

• Generate more original ideas

• Use a number of different techniques for problem solving

• View problems and decisions from different perspectives

• Use a number of techniques for product and service innovation

• Encourage a culture of innovation in your organisation

TEACHING METHODS

• Individual and group refection and discussion

• Individual and group exercises

• Facilitator’s approach is more akin to coaching rather than traditional content/knowledge transfer to encourage, discussion, debate and ownership of next steps

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

1 day (no pre-course work required)

INSTANCES PER YEAR

These courses run frequently, please refer to the LMS or contact: envelope sath.education@nhs.net for specific dates.

EFFECTIVE

COMMUNICATION IN THE WORKPLACE

DESCRIPTION

A workshop which focuses on effective communication when dealing with others, whether you are managing people, running a project, a meeting or working as part of a team. The course will consist of input from the facilitator referencing respected models and theories and also allow plenty of time for attendees to practise their communication skills in activities and simulations, and then reflect on their experiences.

Poor communication in an organisation leads to costly errors, unproductive relationships, conflict and poor teamwork. Individuals fail to develop and morale is affected. Learning how to communicate more effectively will ensure that communications are improved, whether in meetings, with customers, subordinates or senior management, resulting in greater co-operation, collaboration and continuous improvement.

TARGET AUDIENCE

Anyone who has the desire to reflect upon and improve their communication skills.

LEARNING OUTCOMES

• Recognise how personality affects the way we communicate

• Identify your own personality type and communication style

• Recognise when and how to adapt your communication style to be more effective

• Explain how your behaviour impacts upon others

• Recognise the barriers to effective communication and develop strategies to overcome them

• Listen effectively

TEACHING METHODS

• Individual and group refection and discussion

• Individual and group exercises

• Facilitator’s approach is more akin to coaching rather than traditional content/knowledge transfer to encourage, discussion, debate and ownership of next steps

ASSESSMENT & QUALIFICATION N/A

TIME COMMITMENT & DURATION

1 day (a short DISC personality profiling test to be completed ahead of the workshop – 10-15 minutes max to complete)

INSTANCES PER YEAR

These courses run frequently, please refer to the LMS or contact: envelope sath.education@nhs.net for specific dates.

MANAGING CHALLENGING CONVERSATIONS

DESCRIPTION

To provide knowledge and practice in having difficult conversations, tailored to your specific situation, so you have the confidence to tackle difficult conversations promptly and constructively on your return to work. The course brings many benefits to the individual that are applicable across both work and personal situations. The ability to have difficult conversations in a constructive manner is an important interpersonal skill that most find very challenging. Holding such conversations in an empowering rather than confrontational way improves both your personal confidence and conversational outcomes. Many who attend the course find that they learn valuable insights into their own approach to different interpersonal situations and learn that conversations are as much about effective listening as talking.

TARGET AUDIENCE

Anyone who would like to improve their confidence/ability to have conversations that they personally find challenging with direct reports, line managers, peers or patients/service users.

LEARNING OUTCOMES

• Boost your self-confidence and self esteem

• Disarm anger if things get heated

• Increase your own personal effectiveness using a variety of influencing techniques

• Make every contact with other staff a ‘quality’ one which enhances relationships and improves the working climate

• Give feedback to team members in a constructive and motivating manner

• Distinguish between assertive, passive, and aggressive behaviour

• Reflect upon and use ‘core’ interpersonal skills more effectively.

TEACHING METHODS

• Forum theatre – facilitated sessions involving actors (attendees are not required to engage in role play).

• Individual and group refection and discussion

• Individual and group exercises

• Facilitator’s approach is more akin to coaching rather than traditional content/knowledge transfer to encourage, discussion, debate and ownership of next steps

ASSESSMENT & QUALIFICATION

N/A

TIME COMMITMENT & DURATION

1 day (no pre-course work required)

INSTANCES PER YEAR

These courses run frequently, please refer to the LMS or contact: envelope sath.education@nhs.net for specific dates.

LIBRARY SERVICES

We aim to deliver evidence-based knowledge services that promote diverse learning and facilitate knowledge creation to provide the right information to enable learning, innovation and research supported by skilled library staff.

OUR RESOURCES

Our health libraries hold over 15,000 physical book titles, including special collections for leadership, medical exams, leisure reading and healthy living. We also offer access to e-books and journals. All NHS staff and students registered with the library can access these resources (24/7 at both sites).

The library also provides access to online databases. In addition, we also provide training in how to find and use these resources, or we can carry out the search for you.

It is vital to support application of evidence-based practice to ensure the most appropriate treatment for patients. Some of this is delivered through CPD, but the library also supports it with alerting services, research and literature searches and resources such as UpToDate.

The growing importance of revalidation in ensuring that up to date practices are used in the treatment of patients is becoming more and more crucial in terms of putting the patient first. As well as providing resources to support CPD, we are also extending our collections to support staff who wish to develop their careers, such as supporting Nurse Practitioners, Nurse Associates and supporting ILM Coaching with resources.

We have resources to support all clinical and non-clinical areas of the Trust, as well as resources for NVQs, postgraduate medical exams (such as MRCP, MRCOG etc.), and management and leadership. If we do not have resources to support a particular area, we can obtain them from elsewhere or purchase them for the library.

WHAT WE CAN OFFER

• Evidence Searches- we can carry out literature searches on your behalf

• Personalised current awareness service with Knowledgeshare Evidence Updates

• Access to thousands of full-text journals

• Access to over 12,000 e-books

• Databases (including Medline, CINAHL, PsycINFO and more)

• Access to UpToDate online

• Cochrane Library

• BMJ Case Reports

• NHS Evidence

• TRIP Database

• Anatomy TV and many more…

For more information, see our website: globe www.library.sath.nhs.uk/resources

The RSH Library is situated in the Learning Centre (next to the Faculty of Health building). The PRH library is in the main hospital building on the first floor in the education centre.

SHREWSBURY HEALTH LIBRARY

phone-square-alt 01743492512 or ext. 2512

envelope sath.shrewsbury.library@nhs.net

TELFORD HEALTH LIBRARY

phone-square-alt 01952 641222 ext. 4440

envelope sath.telford.library@nhs.net

OUR OPENING HOURS

Monday to Friday - 08.30 to 17:00 (ASK US ABOUT OUT OF HOURS ACCESS)

WIDENING ACCESS AND PARTICIPATION

Our Widening Access and Participation work aims to encourage and support those in the communities we serve to consider and explore the routes and pathways into careers within the NHS. It also supports those within our existing workforce who are looking for a change in career or to progress their careers further.

We offer a variety of initiatives to support this workstream and we are always looking for engaging and inspirational staff from all areas of the Trust to support the work we do and promote the supply of staff in both traditional and new roles/ new ways of working.

This work includes:

Work experience - online programmes and face to face placements where participants can find out more about the various job roles, and departments. Often used to support university and employment applications.

William Farr Academy - for those aspiring to apply for medical school we offer activities to support with application forms, interview preparation and monthly medical discussions.

Pre-employment initiatives including Prince’s Trust and Step Into Work programmes. Providing valuable insight into entry requirements, routes and pathways, support and guidance for application forms and interviews.

NHS Ambassadors - participate in careers events or activities sharing with others about job roles and career journeys. This is often done in schools and colleges.

Hosting and attending careers fairs both internally and externally, promoting the vast array of opportunities which exist in the NHS.

Contribute towards the development and delivery of the apprenticeship agenda. Communicate the opportunities that exist and supporting applicants.

CULTURE

The culture strategy was implemented in 2022, to support the overall cultural transformation for the Trust. The strategy uses four key areas of focus and is measured by the Culture Dashboard. The Culture Dashboard shows our six key themes, using data taken from the Staff Survey results each year. Both of these link back to the People Plan for the Trust.

In 2022 we started a Trust wide initiative to deliver Civility and Respect Sessions to all colleagues from ‘Board to Ward’.

The feedback received on these sessions has been excellent, if you have not yet attended a session, please visit the Training Diary to book your place.

If you would like to have a bespoke session for your team, please contact Lisa Baker-Murray – l.baker-murray@nhs.net

WHY HOW WHAT

To enable SaTH to be a psychologically safe place to work and be the employer of choice within the region. Where colleagues feel a sense of belonging.

Utilise the resources in place to Discover, Develop and Deliver the strategy. To meet with the requirements of the CQC Well Led agenda.

Embed positive cultural change through the Vision, Values and Behavioural Framework, in all levels and areas of the organisation.

THE SaTH CULTURAL STRATEGY FOUR PILLARS

1 2 3 4

People Plan Winning Principles and the Equality, Diversity & Inclusion Strategy to be present in all we do.

Improvement Champions Civility and Respect Behaviours and Values Civility Saves Lives

Psychological Safety

Leadership by all for all

Compassionate, Inclusive, Leadership Leadership Competency Framework

VALUES & BEHAVIOUR FRAMEWORK

Taking into account all the feedback from the second online conversation, the new behaviours framework for SaTH below.

BEHAVIOURS (DO’S)

We work collaboratively to achieve team goals & priorities.

We help each other with a ‘can do’ attitude that supports team morale and motivation. We actively listen to make sure we understand & where possible, we make the right decisions based on what we learn from others.

We are innovative and communicate about our barriers to change and we work together as a team to make improvements.

We ensure everyone feels safe to speak up and put forward their ideas.

We set high standards and we celebrate and recognise each other’s and the team’s successes together.

BEHAVIOURS (DON’TS)

We don’t work in silo’s.

We don’t undermine other people or teams.

We don’t ignore people when they need support.

We don’t avoid tackling issues that impact patients, families and colleagues.

We don’t dismiss ideas; When ideas for improvement are put forward, we seek support, make a plan and take action to try new things.

We don’t tolerate poor standards, and we recognise that we are all responsible for upholding high standards at our Trust.

We treat all people with civility and respect, valuing each other to enhance team morale, so it has a positive impact on patient care. We are inclusive; ensuring everyone feels part of the team with shared goals to achieve together.

We are kind to each other, our patients and community.

We treat each other fairly, recognising the importance of every role within our Trust.

We are open and honest, and encourage people to speak up whilst respecting confidentiality, continuously learning. We take responsibility & are accountable for our actions and decisions.

We don’t tolerate bullying or harassment.

We don’t tolerate people being disrespectful or rude.

We don’t turn a blind eye to poor behaviour.

We don’t blame others.

We don’t over promise and under deliver.

We don’t keep making the same mistakes.

CONTACT INFORMATION

envelope sath.education@nhs.net

SQUARE-X-TWITTER @SaTHEducation

phone-square-alt 01952 565801 Ext: 5801

For more specific enquires:

Clinical Practice Educators envelope sath.cpe@nhs.net

Postgraduate Medical Education envelope sath.postgradeducation@nhs.net

International Nurse Education Team envelope sath.internationalnurses@nhs.net

Education & Practice Support Workers envelope sath.hcaeducation@nhs.net

Vocational Training Team envelope sath.vocationallearningteam@nhs.net

Apprenticeships envelope judithc.tudor@nhs.net

Improvement Hub envelope sath.improvementhub@nhs.net

SaTH Education

@SaTHEducation

Copyright © The Shrewsbury and Telford Hospital NHS Trust 2024 Revision 2.4 - 06/24